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SAMPLE TEACHING AND LEARNING OUTLINE INDONESIAN: SECOND LANGUAGE YEAR 3 Copyright © School Curriculum and Standards Authority, 2018 This document – apart from any third party copyright material contained in it – may be freely copied, or communicated on an intranet, for non- commercial purposes in educational institutions, provided that the School Curriculum and Standards Authority is acknowledged as the copyright owner, and that the Authority’s moral rights are not infringed. Copying or communication for any other purpose can be done only within the terms of the Copyright Act 1968 or with prior written permission of the School Curriculum and Standards Authority. Copying or communication of any third party copyright material can be done only within the terms of the Copyright Act 1968 or with permission of the copyright owners. Any content in this document that has been derived from the Australian Curriculum may be used under the terms of the Creative Commons Attribution 4.0 International (CC BY) licence. Disclaimer Any resources such as texts, websites and so on that may be referred to in this document are provided as examples of resources that teachers can use to support their teaching and learning programs. Their inclusion does not imply that they are mandatory or that they are the only resources relevant to the learning area syllabus. 2018/3383v3 [PDF 2018/28005] Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 2 The sample teaching and learning outline provides a sequential series of content areas through which the Indonesian: Second Language syllabus within the Western Australian Curriculum: Languages can be taught. Consistent with the rationale of the Languages curriculum, this outline supports students’ ability to communicate proficiently in a language other than English, with essential communication skills in that language, an intercultural capability, and an understanding of the role of language and culture in human communication. The sample teaching and learning outline includes an array of focus areas through which students can apply their acquisition of knowledge, understanding and skills. These key focus areas are suggested as mediums for teaching and learning. Time allocation on which the outline is based Two hours of teaching per week, over one year Prior knowledge In Year 2 Indonesian: Second Language, students interacted with their teacher and peers in routine exchanges such as asking each other how they are, offering wishes and talking about events in the day and over the year. They participated in guided group activities, taking turns, exchanging and negotiating, or responded to teacher talk and instruction in Indonesian. Students identified key points of information from simple texts to complete guided tasks. They engaged with a range of imaginative texts, created stories and performed imaginative scenarios. Students became familiar with the systems of the Indonesian language, reproducing the sounds and spoken Indonesian. They recognised and began to write high-frequency words and expressions in familiar contexts. Students noticed and used context-related vocabulary and understood some first elements of grammar to generate language for a range of purposeful interactions. Suggested assessments are provided throughout the outline for teachers to select the timing, type and number of assessments in line with the school assessment policy. Indonesian: Second Language | Year 3 | Sample Teaching and Learning Outline 3 Sequence of teaching and learning Term 1 Focus Communicating Understanding Suggested Teaching and Learning Activities and Assessment Resources Week 1–5 Kenalkan Interact and socialise Recognise and reproduce 1. Teach the lyrics of the greeting song S’lamat pagi Bu by Pak Kasur. Discuss with students that the Song S’lamat pagi Bu by Pak Kasur Students introduce with the teacher and pronunciation conventions, song can also be used to greet a male teacher by changing Bu to Pak. https://youtu.be/fgMoI0N7ojY peers, using simple making connections themselves and 2. Read the class roll of student names and ask students to respond in Indonesian. interact with others in descriptive or between Indonesian and 3. Discuss with students behaviour expectations when entering and leaving the class, transitioning Song Selamat Pagi Bu Indonesian. expressive modelled English sounds, for example, between activities and participating in games. http://www.education.vic.gov.au/languages language and gestures c (ch); g is the hard g in 4. Revise classroom instructions by playing Simon says, for example, Duduklah! Lipat tangan. to exchange ‘gum’ but never soft as in online/indonesian/sect01/no_3/no_3.htm Learning objectives: 5. Revise greeting words and phrases Selamat pagi, Selamat siang, Selamat sore, Selamat malam, information about ‘germ’; k is a soft sound if it Apa kabar? Baik-baik saja/Biasa saja/Kurang baik, Sampai jumpa. Quiz the students by asking greet teachers friends and family appears at the end of a word what the phrases mean in English, or alternatively say the equivalent phrases in English and then Game Simon Says, to revise classroom and peers members, for example, as in tidak, kakak appropriately ask them how to say them in Indonesian. instructions Teman saya baik hati respond to simple 6. Introduce students to phrases giving praise, gratitude and encouragement. Model these phrases dan lucu; Dia berumur Recognise and write Quiz, using greeting words and phrases classroom when working with students and encourage students to use these phrases with one another. sembilan tahun; Kakak high-frequency words and instructions 7. Model with students a role play where two people greet each other, say their name and ask the laki-laki saya senang expressions in familiar Language Learning Space 1.1 - Greetings respond to and other person their name, ask how the other person is feeling and say farewell. Place students in berselancar; Nama contexts poster use phrases of pairs and have them perform the role play. Have students perform their role play in front of the anjing saya Charlie; http://indospired.com/template-freebies/ praise, gratitude Charlie suka bola; Umur class. and/or Flashcards and Notice and use Charlie 7 8. Teach the game Raja monyet. Ask students to sit in a circle and select one student to be the encouragement context-related vocabulary Pemburu. Ask the Pemburu to face away from the circle and close their eyes. Choose another Game Raja monyet and apply elements of introduce student to be the Raja monyet. It is essential that the Pemburu does not know who has been Participate in class grammar in simple spoken themselves and chosen to be the Raja monyet. Students in the circle must not let the Pemburu know who has experiences, activities and written texts to ask someone their and everyday generate language for a been selected as Raja monyet. The role of the Pemburu is to find out who has been selected as name and how transactions that range of purposes, including: Raja monyet by selecting a student and asking the question ‘Siapa nama Anda?’ If the student they are feeling involve following describing quantity using selected is not the Raja monyet they will respond by saying their name using the Indonesian ask and respond instructions, asking cardinal numbers, for sentence Nama saya … . The Pemburu continues asking the question until a student responds with to questions questions and making example, puluh, ratus Nama saya Raja monyet. Raja monyet then stands and walks quickly in a clockwise direction and about age statements, asking for and ordinal numbers must try to return to where he/she was sitting before being caught by the Pemburu. If the Raja ask for and give help and permission using ke- prefix monyet is able to return to where he/she were sitting without being caught he/she wins, if the information using making plurals by Pemburu catches the Raja monyet then he/she wins. numbers 1 – 31 Convey factual duplicating, for example, count numbers 9. Teach the lyrics of the song Selamat pagi to the tune of Frère Jacques. Add additional verses by Song Selamat pagi sung to the tune of Frère information about their buku-buku from 100 - 999 changing the greeting. Alternatively ask students if they could change any words to create another Jacques personal worlds in recognising imperatives, join in classroom verse for this song. simple statements, for example, Angkat routines by 10. Introduce the game Siapa nama saya? Ask students to close their eyes. Tell students that you will Game Siapa nama saya? short descriptions and tangan!; Buka buku!; Ayo repeating choose one student by tapping them on the shoulder. This student will say in Indonesian the modelled texts cepat! modelled words, greeting for the time of day and ask Siapa nama saya? Select one of the students who has put up giving praise, gratitude phrases and their hand to respond to the question with the student’s name using the phrase ‘Nama dia …’. and encouragement, for classroom Notice what looks or 11. Teach the lyrics of the number song Sepuluh bunga. Ask students to continue singing the song and Song Sepuluh bunga expressions feels similar or different example, Coba; Bagus add the numbers 11 – 20 in Indonesian. http://www.education.vic.gov.au/languages participate in to their own language sekali!, Terima kasih 12. Introduce the game Racun Sebelas. Ask students to stand in a circle. Explain to students that they online/indonesian/sect03/no_2/no_2.htm language games and culture when banyak are playing a counting game from 0 – 20. Explain that whoever says the number sebelas is out of sing songs about interacting in recognising that the the game. Starting at nol, students may say numbers up to tiga angka, for example, nol, satu, dua. greetings, Indonesian same rules of Game Racun Sebelas The next student must say the number that comes next, for example, empat and may choose to numbers, days, punctuation apply as in say lima and or enam if they wish.

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